First, revisit the case study below. Then, review the specialist-prepared or administratively prepared supervision plan. Reflect on how your program would implement this plan and whether there are additional support or personnel needs. Share your responses with a coach, trainer, or administrator.

Jasmin is a 33-month-old child in a toddler classroom. Jasmin has delays with social-emotional, fine-motor, cognitive, and communication skills. She can say a few words but does not use them to communicate with others and is not yet able to follow simple instructions. Jasmin pays little attention to peers and adults and prefers to play alone. Staff have been trying to learn more about what Jasmin enjoys doing at home, so they can engage her in more activities while in the program. Jasmin’s favorite play activity is throwing things—toys, cups, and various other objects. The family’s pediatrician told Lauren and Tyler, Jasmin’s parents, that Jasmin “probably has autism” and recommended they have further evaluation at a developmental clinic. Lauren and Tyler were angry when this happened, and have said they are going to, “find a new doctor.” Your program continues to work with the family, but staff are finding it increasingly challenging to care for and support Jasmin’s learning.

Over the past few months, Jasmin frequently displays concerning sexual behaviors. She often pulls down her pants and takes off her diaper so she can touch her genitals in a self-stimulatory way. The staff report that it seems like every time they turn around, Jasmin has already taken her diaper off or is in the middle of doing so. Previously, staff would dress Jasmin in a snap onesie under her pants and this prevented her from taking her diaper off. Now that she is more coordinated, she can easily undo snaps. When staff try to prevent Jasmin from removing her clothes, and when helping her get dressed, she becomes upset and hits and bites.

Supervision Plan

Child’s Name: Jasmin

Staff Responsible for Supervision Plan:

Teaching team and floater staff with the support of coach and administrator

Classroom Supervision

  • Standard line-of-sight supervision
  • 支持ive shadowing by designated staff during specific classes or activities
  • 支持ive shadowing by designated staff at all times

过渡的监督

  • Line-of-sight supervision by designated staff between rooms and activities
  • 支持ive shadowing by designated staff during specific transitions
  • 支持ive shadowing by designated staff during all transitions

Common Area Supervision (cafeteria, playground, etc.)

  • Line-of-sight supervision by designated staff
  • 支持ive shadowing by designated staff during specific common areas
  • 支持ive shadowing by designated staff during all common areas

Bathroom/Diapering Supervision

  • Standard bathroom/diapering support
  • Regular bathroom use, but must be accompanied by a staff member to and from
  • 常规的浴室使用,但是员工确保bathroom is clear before child enters
  • Staff to remain in the bathroom with child or youth

Staff Support for Child Learning

Child to receive additional support on:

  • Personal space
  • Safe versus unsafe touch
  • Public versus private activities and conversation
  • Correct terminology
  • Social problem-solving
  • Safe and respectful media use
  • Other:staff to facilitate Jasmin’s participation in other enjoyable activities during free choice

Communication Expectations

  • Staff communicate behavior incidents and needs to:administrator and coach
  • Administratorto communicate program updates and needs to specialists, families, and staff
  • Family questions or concerns directed to:administrator and coach

Additional Notes & Recommendations:Teaching team will provide line of sight supervision in Jasmin’s room, during transitions, and in common areas. During less structured activities or times when Jasmin has a tendency to engage in the behavior, a member of the teaching team shall provide supportive shadowing to engage Jasmin in other activities. Jasmin may benefit from having a choice board with pictures of enjoyable activities to choose from during times when she has shown a pattern of engaging in the behavior. Caregivers should be sensitive to her interests and play ideas and join in these to help Jasmin connect with others. During diapering, Jasmin may benefit from having her caregiver use simple language to label terms and concepts such as, “private parts” and, “We take your diaper off when it’s time to clean your private parts.” If the behavior occurs, staff can support Jasmin by communicating, “Our clothes stay on during play time.”

Parent Signature / Date:

Administrator Signature / Date:

Staff Signature / Date: